English as a Second Language (ESL) composition textbooks were compared with freshman composition textbooks through a national survey of U.S. universities. A detailed content analysis of nine ESL and eighteen English composition texts was conducted. A questionnaire was sent to selected universities asking the faculty to answer textbook-related questions, and data were obtained concerning course goals, instructors, and students. Results indicate the importance of textbooks in the teaching of composition. Texts were used in virtually all of the 66 courses in the study, and in over half of these courses, the contents of the textbook closely reflected the goals of the course. The content of ESL texts were shown to be different from English texts in the amount and type of composition instruction offered, yet ESL and English instructors reported that they worked toward the same writing goals. The apparent discrepancy between expressed ESL composition goals and actual practice suggest the need to re-evaluate ESL courses and textbooks to determine whether ESL students are receiving composition instruction necessary for survival in American universities. Suggestions are offered on ways in which ESL composition textbooks could be improved to better meet the writing needs of university ESL students. (SW)